Section F – eAssessment: Measuring in Ways that Matter
Assessment should not be concerned about valuing what can be measured, but instead, about measuring what is valued. - Banta, Lund, Black, and Oblander (1996), p. 5
To develop a complete mind: study the science of art; study the art of science. Learn how to see. Realize that everything connects to everything else. -Leonardo da Vinci
Feedback is often the spark that ignites motivation. - Marzano
To develop a complete mind: study the science of art; study the art of science. Learn how to see. Realize that everything connects to everything else. - Leonardo da Vinci
Electronic portfolios (also referred to as ePortfolios or webfolios) are the specific foci of the five chapters in this section. ePortfolios are gaining recognition as a valuable tool for learners, instructors, and academic organizations. They can best be viewed as a reactionary response to fundamental shifts in learning, teaching, and technology. They can function as both a showcase for work and also as a more basic workspace that bridges collaborators and content consumers across continents.
ePortfolios are discussed in terms of their potential as vehicles for reflective learning and as assessment tools in support of learning. We are introduced to the global reach that successful ePortfolios can achieve, but also to the disadvantages that have been encountered by institutions on the leading edge of ePortfolio development and implementation.
Bedard-Voorhees, Johnson, and Dobson, digital assessment strategies: remind us that connecting the principles of good assessment to digital tools involves pedagogy and the logistics of implementation. They present examples of Internet-based technology used by students to demonstrate their learning in formative and summative contexts. Paired with effective instructional practices, Web 2.0 tools promise engagement and increased learning.
Barrett, balancing the two faces of ePortfolios: shares two major approaches to, and purposes for, implementing e-portfolios. She reminds us that reflection and relationships are the “heart and soul" of both portfolios and social networking, not technology.
Barnstable, using critical reflections in an ePortfolio: defines the types of reflections that exist and how they pertain to a portfolio. She outlines how using critical reflections can maximize learning and describes the Four Dimensions of Reflection from which educators will find ideas and example questions to use when asking students to reflect on their work and their portfolio contents.
Kelly, and Cox, ePorticulture: delves into both the thought and action behind creating and maintaining a successful ePortfolio initiative at the program or institutional level. They demonstrate that we now have the means to capture and provide a deeper acquaintance with the integrated patterns of human knowledge, belief and behavior.
Tolley, ePortfolios: paints a panoramic view of the worldwide scope of ePortfolios. Misconceptions are identified, followed by research that identifies solutions.
Section F – eAssessment: Measuring in Ways that Matter
Assessment should not be concerned about valuing what can be measured, but instead, about measuring what is valued. - Banta, Lund, Black, and Oblander (1996), p. 5
To develop a complete mind: study the science of art; study the art of science. Learn how to see. Realize that everything connects to everything else. -Leonardo da Vinci
Feedback is often the spark that ignites motivation. - Marzano
To develop a complete mind: study the science of art; study the art of science. Learn how to see. Realize that everything connects to everything else. - Leonardo da Vinci
Electronic portfolios (also referred to as ePortfolios or webfolios) are the specific foci of the five chapters in this section. ePortfolios are gaining recognition as a valuable tool for learners, instructors, and academic organizations. They can best be viewed as a reactionary response to fundamental shifts in learning, teaching, and technology. They can function as both a showcase for work and also as a more basic workspace that bridges collaborators and content consumers across continents.
ePortfolios are discussed in terms of their potential as vehicles for reflective learning and as assessment tools in support of learning. We are introduced to the global reach that successful ePortfolios can achieve, but also to the disadvantages that have been encountered by institutions on the leading edge of ePortfolio development and implementation.
Bedard-Voorhees, Johnson, and Dobson, digital assessment strategies: remind us that connecting the principles of good assessment to digital tools involves pedagogy and the logistics of implementation. They present examples of Internet-based technology used by students to demonstrate their learning in formative and summative contexts. Paired with effective instructional practices, Web 2.0 tools promise engagement and increased learning.
Barrett, balancing the two faces of ePortfolios: shares two major approaches to, and purposes for, implementing e-portfolios. She reminds us that reflection and relationships are the “heart and soul" of both portfolios and social networking, not technology.
Barnstable, using critical reflections in an ePortfolio: defines the types of reflections that exist and how they pertain to a portfolio. She outlines how using critical reflections can maximize learning and describes the Four Dimensions of Reflection from which educators will find ideas and example questions to use when asking students to reflect on their work and their portfolio contents.
Kelly, and Cox, ePorticulture: delves into both the thought and action behind creating and maintaining a successful ePortfolio initiative at the program or institutional level. They demonstrate that we now have the means to capture and provide a deeper acquaintance with the integrated patterns of human knowledge, belief and behavior.
Tolley, ePortfolios: paints a panoramic view of the worldwide scope of ePortfolios. Misconceptions are identified, followed by research that identifies solutions.